Data infrastructure: a review of expanding accountability systems and large-scale assessments in education

References

• Allen, J. (2011). Topological twists: Power's shifting geographies. Dialogues in Human Geography, 1, 283–298. doi:10.1177/2043820611421546
   Google Scholar
• Anagnostopoulos, D., & Bautista-Guerra, J. (2013). Trust and numbers: Constructing and contesting statewide information systems. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 41–56). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Anagnostopoulos, D., Rutledge, S.A., & Jacobsen, R. (Eds.). (2013). The infrastructure of accountability: Data use and the transformation of American education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Ball, S. J. (2012). Global education inc. London: Routledge.
   Google Scholar
• Ball, S. J., & Junemann, C. (2012). Networks, new governance and education. Bristol: The Policy Press.
   Google Scholar
• Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago, IL and London: University of Chicago Press.
   Google Scholar
• Beller, M. (2013). Technologies in large-scale assessments: New directions, challenges, and opportunities. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy and educational research (pp. 25–45). Dordrecht: Springer.
   Google Scholar
• Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. F. D. Young (Ed.), Knowledge and control (pp. 47–69). London: Collier-MacMillan.
   Google Scholar
• Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward information infrastructure studies: Ways of knowing in a networked environment. In J. Husinger, L. Klastrup, & M. M. Allen (Eds.), International handbook of Internet research (pp. 97–117). Dordrecht and London: Springer.
   Google Scholar
• Bowles, S., Gintis, H., & Osborne, M. (2001). The determinants of earnings: A behavioral approach. Journal of Economic Literature, 39, 1137–1176. doi:10.1257/jel.39.4.1137
   Web of Science ®Google Scholar
• Cohen-Vogel, L., Osborne-Lampkin, L., & Houck, E. A. (2013). New data, old patterns: The role of test scores in student assignment. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 129–144). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Deleuze, G., & Guattari, G. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.
   Google Scholar
• Dorner, L. M., & Layton, A. B. (2013). What makes a ‘good’ school? Data and competing discourses in a multilingual charter network. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 145–162). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Guattari, F. (2000). The three ecologies. London and New York, NY: Continuum.
   Google Scholar
• Halverson, R., & Shapiro, R.B. (2013). Technologies for education and technologies for learners: How information technologies are (and should be) changing schools. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 163–179). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Hanushek, E., & Woessman, L. (2013). The role of international assessments of cognitive skills in the analysis of growth and development. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy and educational research (pp. 1–11). Dordrecht: Springer.
   Google Scholar
• Head, B. W. (2008). Three lenses of evidence-based policy. Australian Journal of Public Administration 67(1), 1–11. doi:10.1111/j.1467-8500.2007.00564.x
   Web of Science ®Google Scholar
• Henig, J. R. (2013). Foreword. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. vii–xiii). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Jacobsen, R., & Saultz, A. (2013). Do grades matter? Public accountability data and perceptions of school quality. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 199–211). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Jennings, J., & Sohn, H. (2013). A tale of two tests: Test scores, accountability, and inequality in American education. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 183–198). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E., & Yamamoto, K. (2013). On the growing importance of international large-scale assessments. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy and educational research (pp. 1–11). Dordrecht: Springer.
   Google Scholar
• Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30, 225–248. doi:10.1086/421123
   Web of Science ®Google Scholar
• Levin, H. (2013). The utility and need for incorporating noncognitive skills into large-scale educational assessments. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy and educational research (pp. 67–86). Dordrecht: Springer.
   Google Scholar
• Leys, R. (2011). The turn to affect: A critique. Critical Inquiry, 37, 434–472. doi:10.1086/659353
   Web of Science ®Google Scholar
• Lingard, B., Sellar, S., & Savage, G. (in press). Test-based accountabilities and data infrastructures: Rearticulations of social justice as equity in education policy. British Journal of Sociology of Education.
   Google Scholar
• Lury, C., Parisi, L., & Terranova, T. (2012). Introduction: The becoming topological of culture. Theory, Culture and Society, 29(4/5), 3–35. doi:10.1177/0263276412454552
   Web of Science ®Google Scholar
• Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. (G. Bennington & B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
   Google Scholar
• Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham and London: Duke University Press.
   Google Scholar
• Mayer-Schonberger, V., & Cukier, K. N. (2013). Big data: A revolution that will transform how we live, work, and think. Boston, MA: Houghton Mifflin Harcourt.
   Google Scholar
• Mintrop, H., & Sunderman, G. L. (2013). The paradoxes of data-driven school reform: Learning from two generations of centralized accountability systems in the United States. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 23–39). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Muecke, S. (2012). Motorcycles, snails, Latour: Criticism without judgement. Cultural Studies Review, 18(1), 40–58.
   Google Scholar
• Mukerji, C. (2010). The territorial state as figured world of power: Strategies, logistics and impersonal rule. Sociological Theory, 28, 402–424. doi:10.1111/j.1467-9558.2010.01381.x
   Web of Science ®Google Scholar
• OECD. (2002). Education policy analysis. Paris: Author.
   Google Scholar
• Picketty, T. (2014). Capital in the twenty-first century. Cambridge, MA: Belknap Press.
   Google Scholar
• Power, M. (1997). The audit society: Rituals of verification. Oxford: Oxford University Press.
   Google Scholar
• Ruppert, E. (2012). The governmental topologies of database devices. Theory, Culture and Society, 29(4/5), 116–136. doi:10.1177/0263276412439428
   Web of Science ®Google Scholar
• Rutledge, S. A., & Neal, B. G. (2013). ‘The numbers speak for themselves’: Data use and the organization of schooling in two Florida elementary schools. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 113–128). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Savage, M., & Burrows, R. (2007). The coming crisis of empirical sociology. Sociology, 41, 885–899. doi:10.1177/0038038507080443
   Google Scholar
• Scott, J., & Jabar, H. (2013). Money and measures: The role of foundations in knowledge production. In D. Anagnostopoulos, S. A. Rutledge, & R. Jacobsen (Eds.), The infrastructure of accountability: Data use and the transformation of American education (pp. 75–92). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Sellar, S., & Lingard, B. (2013). The expansion of PISA and new global modes of OECD governance in education. British Educational Research Journal. doi:10.1002/berj.3120
   Web of Science ®Google Scholar
• Star, S. L. (1999). The ethnography of infrastructure. American Behavioural Scientist, 43, 377–391. doi:10.1177/00027649921955326
   Web of Science ®Google Scholar
• Star, S. L., & Ruhleder, K. (1996). Steps toward an ecology of infrastructure: Design and access for large information spaces. Information Systems Research, 7(1), 111–134. doi:10.1287/isre.7.1.111
   Web of Science ®Google Scholar
• Stengers, I. (2005). Cosmopolitics I. Minneapolis and London: University of Minnesota Press.
   Google Scholar
• Stengers, I. (2011). Comparison as a matter of concern. Common Knowledge, 17(1), 48–63. doi:10.1215/0961754X-2010-035
   Web of Science ®Google Scholar
• Thompson, G., & Cook, I. (2014). Deforming education: Topologies, networks and the database effect. Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2014.890411
   Google Scholar
• Thrift, N. (2005). Knowing capitalism. London: Sage.
   Google Scholar
• Torney-Purta, J., & Amadeo, J.-A. (2013). The contributions of international large-scale assessments in civic education and engagement. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy and educational research (pp. 87–114). Dordrecht: Springer.
   Google Scholar
• von Davier, M., Gonzalez, E., Kirsch, I., & Yamamoto, K. (2013). The role of international large-scale assessments: Perspectives from technology, economy and educational research. Dordrecht: Springer.
   Google Scholar
• Whatmore, S. J. (2009). Mapping knowledge controversies: Science, democracy and the redistribution of expertise. Progress in Human Geography, 33, 587–598. doi:10.1177/0309132509339841
   Web of Science ®Google Scholar